Tag Archives: clarken

Learning is greatly influenced by our interactions with significant others and begins immediately at birth. Our first and most primary relationship is with our parents, especially our mothers, and then with our families. Our interactions with others involve the basic … Continue reading →

Motivations and emotions may have an evolutionary purpose or function related to self-preservation, pain avoidance and gratification. However, if we were chiefly guided by our instinctual motivations and emotions, we would live more like animals. We can raise motivations and … Continue reading →

While the cognitive and metacognitive factors above focus more on the mind, the motivational factors deal mostly with the heart and will. Successful learners must use and balance all these faculties. Motivation is dependent on having a purpose in life—no … Continue reading →

I have just posted revised editions of my two books: Truth, Love and Justice: A New Paradigm for Education and Its Reform, Version 5/2/12 Education Under Attack: What Schools Can and Cannot Do and How Popular Reforms Hurt Them, … Continue reading →

Education today is seen largely as an economic activity, not as a moral activity dedicated to enabling individuals and groups transform themselves and their environments in pursuit individual and collective well-being, security and welfare. Education should help develop the capacities … Continue reading →

Based on his review of theory and research related to moral education, Damon has several recommendations related to moral education in schools. Moral education must help students reason autonomously about moral problems. The students’ decision-making capacities must be fostered through … Continue reading →

Robert Coles, one of the world’s most respect scholars on the inner workings of children, has explored the dimension of morality in several of his works (1986, 1997). His studies suggest that the moral lives of children are very rich … Continue reading →